earticle

영어

In the 21st century, the world has been experiencing a historic transformation. A “knowledge society” has been evolved in whirlpool of revolutionary changes of paradigms. Our generation who are born with “destiny to create” are encountering various kinds of challenges which take place globally. It is urgently needed that our schools and industries respond to those dangers in order to build more idealistic future.
In Korea schools, universities, and adult education institutions often lack the emphases of creativity and innovation while today's world is full of infinite competitiveness. Students suffer from a condition of alienation as schools are dominated by rigorous memorization, learning to choose correct answers which turn them into test machines, etc. So are the training and
development of human resources in the workplaces. Most recurrent education of firms provide employees with redundant education just good enough for upgrading skills of laborers except for few excellent programs prepared for the highly potential individuals (HPI) of future CEOs in major
corporations.
Throughout the human history the quality of human life has been enhanced by those prominent individuals such as King Sejong, Copernicus, Einstein, Freud, Beethoven, Picasso, Gandhi who had creative minds in the spheres of humanities, science, arts, etc. They provided us with new eyes to see the world, to have cognition and communication, and to solve various problems.
This research focused on the creative mind of Mahatma Gandhi. The development of his self in various stages were studied in the perspective of ‘the development of life structure’ (Levinson, 1986), and the development of ideas and practices of his Satyagraha, non-violent resistance movement were studied in the approaches to creativity developed by Garner (1993).
Among a number of Satyagraha Ahmedabad Event, The Salt March, and “Quit India” were presented with the understanding that Ahmedabad Event was “the origin” of Satyagraha, and “the event” ; and the Salt March was one of the most dramatic and inspired civic disobedience in history (Erikson, 1969).
Gandhi's creative practices of lifelong learning for his people delivered via mass communication, e. g. India Opinion, Navajivan, Young India, and those implemented at Phoenix House, Tolstoy Farm while in South Africa and at Satyagraha Ashram and Sevagram Ashram while in India were also introduced to draw the implication for resolving the current problems and issues of lifelong education in Korea.

한국어

21세기의 인류는 문명의 역사적 대전환을 경험하고 있다. 세계는 혁명적 패러다임의 변화 속에서 지식사회(Knowledge Society)로 빠르게 진화하고 있다. 우리는 새로운 문명을 '창조해야 하는 운명' ('destiny to create', Toffler, 1997)을 가지고 태어나 전 지구적으로 다양하게 도전하는 각가지 위험에 대응하고 미래를 준비해야 한다.
Gandhi가 그의 자아와 세계와의 관계를 맺는 인생 구조의 발달 과정과 그의 사티아그라하 (Satyagraha, 비폭력 무저항 운동) 정신의 진화 과정과 실천을 Gardner가 개발한 창의성에의 접근으로 조명하였다. 사티아그라하의 태동과 실천은 Ahmedabad 사건, 소금 행진(The Salt March)과, “인도를 떠나라” (“Quit India”) 사티아그라하를 중심으로 살펴 보았다.
그는 자신의 창의적 사티아그라하 정신을 펼침으로써 진리를 탐구하여 모크샤 (moksha, 구원)에 도달하기 위하여 자신의 확신을 실천하였고, 자신의 개인적 딜레마의 해결을 개인의 차원을 넘어서서 나라의 차원으로 끌어 올려 종교와 정치를 조화시켜 민중과 함께 투쟁하였다. 사티아그라하를 통하여 인도인만이 아니라 전 세계인에게 개인의 진리추구가 집합적으로도 평화롭게 실현 가능하다는 것과 배움과 행함을 일치하여야 한다는 가르침을 실천함으로써 누구나 거룩한 영혼 ‘마하트마’ (聖人)가 될 수 있다는 것을 보여주었다.
그가 성인 중기에 Ruskin, Tolstoy와 Thoreau의 영향을 받고 인생의 전환을 하여 언론을 통한 민중을 위하여 계몽과 평생학습을 제공하고, Phoenix 농장과 Tolstoy농장, Satyagraha와 Sevagram Ashram에서 펼친 평생교육을 다시 들여다 보고, 오늘날 개인의 창의성이 실종된 우리 교육 현장에서의 문제해결에 시사를 받고자 하였다.